Information processing program, information processing method, and information processing device

Abstract

To efficiently perform learning.SOLUTION: An information processing program causes a computer to execute processing of, based on at least one of a first percentage of correct answers and a first score of an answerer's answers to first level questions A, determining whether to make a transition to output of second level questions B with lower difficulty than that of the first level questions A, in response to the transition to output of the second level questions B, storing information for identifying the output first level questions A in association with information for identifying the answerer who has answered to the questions, and when making a transition to output of the first level questions A again based on at least one of a second percentage of correct answers and a second score of the answerer's answers to the second level questions B, outputting the first level questions A associated with the stored information.SELECTED DRAWING: Figure 5

Description

[Technical field]

[0001] The present invention relates to an information processing program, an information processing method, and an information processing device. [Background technology]

[0002] Next-generation education that utilizes ICT (Information and Communication Technology) and information terminals including tablet devices is attracting attention.

[0003] One example of a form of next-generation education using information terminals is a repeated learning process in which a student operating an information terminal selects the questions to be answered, such as teaching materials such as "drills," answers the selected questions, and checks the results of the grading of their answers.

[0004] The processes of outputting (distributing) questions and marking answers may be executed by an information processing device such as a server that is communicably connected to each of the multiple information terminals. [Prior art documents] [Patent documents]

[0005] [Patent Document 1] JP 2008-93056 A [Patent Document 2] JP 2005-24635 A [Patent Document 3] JP 2004-233751 A Summary of the Invention [Problem to be solved by the invention]

[0006] However, when implementing the above-described type of next-generation education, it may be difficult to implement learning based on the abilities or characteristics of each individual student, and it may be difficult to realize learning that is individually optimized for each student.

[0007] In one aspect, an object of the present invention is to perform learning efficiently. [Means for solving the problem]

[0008] In one aspect, the information processing program may cause a computer to execute the following process. The process may determine whether or not to move to outputting a second level problem that is less difficult than the first level problem, based on at least one of a first correct answer rate of the answerer's answer to the first level problem and a first score. In addition, the process may store information identifying the outputted first level problem in association with identification information of the answerer who made the answer, in response to the move to outputting the second level problem. Furthermore, the process may output the first level problem associated with the stored information when moving again to outputting the first level problem based on at least one of a second correct answer rate of the answerer's answer to the second level problem and a second score. Furthermore, the process may proceed to output of past questions that are questions from a unit that is older than the questions from the first level and that are associated with the questions from the first level when at least one of the second correct answer rate is less than a second threshold value and the second score is less than a second predetermined value. The process may also store information that identifies the questions from the second level in association with the identification information of the respondent. Effect of the Invention

[0009] In one aspect, the present invention can perform learning efficiently. [Brief description of the drawings]

[0010] [Figure 1] 1 is a block diagram showing an example of the configuration of a learning support system according to an embodiment. [Diagram 2] FIG. 2 is a block diagram showing an example of a hardware (HW) configuration of a computer that realizes the functions of a server. [Diagram 3] 1 is a block diagram showing an example of a functional configuration of a learning support system according to an embodiment. [Figure 4] 11A and 11B are diagrams illustrating a display example of screen information generated by an output control unit. [Diagram 5] FIG. 13 is a diagram for explaining an example of adaptive learning. [Figure 6]FIG. 13 is a diagram showing an example of a unit system diagram selection sheet. [Figure 7] 13 is a diagram for explaining an example of a process for determining a transition from sheet A to sheet B. FIG. [Figure 8] 13 is a diagram for explaining an example of a process for determining a transition from sheet B to sheet A. FIG. [Figure 9] 13 is a diagram for explaining an example of a process for determining a transition from sheet A to sheet D. FIG. [Figure 10] 11 is a diagram for explaining a process of determining whether repetitive learning is performed in the consolidation learning; FIG. [Figure 11] 13 is a diagram for explaining a determination process of interval learning in the fixation learning. FIG. [Figure 12] FIG. 11 is a diagram for explaining an example of a screen transition in adaptive learning. [Figure 13] FIG. 13 is a diagram for explaining an example of restarting a problem. [Figure 14] FIG. 13 is a diagram illustrating an example of a data structure of adaptive learning sheet information. [Figure 15] FIG. 13 is a diagram illustrating an example of a data structure of an adaptive learning condition. [Figure 16] FIG. 13 is a diagram illustrating an example of a data structure of a sheet implementation history. [Figure 17] FIG. 13 is a diagram illustrating an example of a data structure of an adaptive learning implementation result. [Figure 18] FIG. 13 is a diagram showing an example of an adaptive learning setting screen. [Figure 19] FIG. 13 is a diagram for explaining an example of an adaptive learning status confirmation screen. [Figure 20] FIG. 13 is a diagram for explaining an example of an adaptive learning status confirmation screen. [Figure 21] 11 is a flowchart illustrating an example of an operation of a process by a server according to an embodiment. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0011] Hereinafter, an embodiment of the present invention will be described with reference to the drawings. However, the embodiment described below is merely an example, and is not intended to exclude various modifications or application of techniques not specified below. For example, this embodiment can be modified in various ways without departing from the spirit of the invention. In the drawings used in the following description, parts with the same reference numerals represent the same or similar parts unless otherwise specified.

[0012] [1] One embodiment [1-1] Example of learning support system configuration Fig. 1 is a block diagram showing an example of the configuration of a learning support system 1 according to an embodiment. As shown in Fig. 1, the learning support system 1 may illustratively include a server 2, a teacher terminal 3, and a plurality of (i; i is a natural number) student terminals 4-1 to 4-i. In the following description, when there is no need to distinguish between the student terminals 4-1 to 4-i, they will simply be referred to as student terminals 4.

[0013] The learning support system 1 is an example of an information processing system that realizes next-generation education using information terminals, and may be used, for example, in school classes. The following explanation will be given of an example in which the learning support system 1 is applied to learning in an elementary school, for example, learning in which students answer questions, such as teaching materials like "drills." The learning support system 1 is not limited to this, and may be applied to various educational institutions other than elementary schools, such as schools such as junior high schools, high schools, or universities, and cram schools.

[0014] The server 2, teacher terminal 3, and student terminal 4 may be connected to each other so as to be able to communicate with each other via a network 5 such as the Internet or a LAN (Local Area Network). The network 5 may include a network such as a VPN (Virtual Private Network). Therefore, each of the teacher terminal 3 and the student terminal 4 may be located outside the educational institution as long as it can communicate with the server 2 via the network 5.

[0015] The server 2 is an example of an information processing device or a computer that executes various processes for learning support in the learning support system 1. In the server 2, a learning support program 20 for executing various processes may be installed.

[0016] The server 2 according to one embodiment may transmit questions (assignments) selected by the student terminals 4, receive answers to the questions from the student terminals 4, grade the answers, and transmit the graded results to the student terminals 4. The server 2 according to one embodiment may also receive a control request from the teacher terminal 3 regarding questions to be selectable on each student terminal 4, and present the questions in response to the control request to each student terminal 4 as selectable questions.

[0017] The teacher terminal 3 is, for example, an information terminal for a teacher to use.

[0018] The student terminal 4 is, for example, an information terminal for students that is distributed to and used by multiple students (for example, all students in a class). The student terminal 4 is an example of an answer terminal that answers a presented question (task), and the students are an example of respondents.

[0019] The teacher terminal 3 and the student terminal 4 may be various information processing devices, such as mobile terminals, such as tablet terminals, smartphones, and notebook PCs (Personal Computers), as well as stationary terminals, such as desktop PCs.

[0020] A teacher terminal program 30 and a student terminal program 40 used for communication with the server 2 may be installed on the teacher terminal 3 and the student terminal 4, respectively.

[0021] The teacher terminal program 30 may be, for example, an application such as a web browser that can display a screen provided by the server 2. The teacher terminal 3 executes the teacher terminal program 30 to access the server 2, thereby transmitting control requests and displaying the progress of students in solving each problem.

[0022] An example of the student terminal program 40 is an application such as a web browser capable of displaying a screen provided by the server 2. The student terminal 4 executes the student terminal program 40 and accesses the server 2, thereby enabling the student terminal 4 to select questions to be answered (answered), input and send answers, receive and display grading results, and the like. The student terminal program 40 may have a grading function that grades questions instead of the server 2, and in this case, may send the grading results to the server 2. If the student terminal program 40 has a grading function, the grading function may be implemented as one function or an additional function of the web browser, or may be an application different from the web browser.

[0023] [1-2] Hardware configuration example The server 2 according to an embodiment may be a virtual server (VM; Virtual Machine) or a physical server. The functions of the server 2 may be realized by one computer or by two or more computers. Furthermore, at least a part of the functions of the server 2 may be realized using HW (Hardware) resources and NW (Network) resources provided by a cloud environment.

[0024] 2 is a block diagram showing an example of a hardware (HW) configuration of a computer 10 that realizes the functions of the server 2. When multiple computers are used as HW resources that realize the functions of the server 2, each computer may have the HW configuration exemplified in FIG.

[0025] As shown in FIG. 2, the computer 10 may include, as a HW configuration, a processor 10a, a memory 10b, a storage unit 10c, an IF (Interface) unit 10d, an IO (Input / Output) unit 10e, and a reading unit 10f, for example.

[0026] The processor 10a is an example of a processing unit that performs various controls and calculations. The processor 10a may be connected to each block in the computer 10 via a bus 10i so that they can communicate with each other. The processor 10a may be a multiprocessor including a plurality of processors, a multicore processor having a plurality of processor cores, or a configuration having a plurality of multicore processors.

[0027] Examples of the processor 10a include integrated circuits (ICs) such as a CPU, MPU, GPU, APU, DSP, ASIC, and FPGA. Note that a combination of two or more of these integrated circuits may be used as the processor 10a. CPU is an abbreviation for Central Processing Unit, and MPU is an abbreviation for Micro Processing Unit. GPU is an abbreviation for Graphics Processing Unit, and APU is an abbreviation for Accelerated Processing Unit. DSP is an abbreviation for Digital Signal Processor, ASIC is an abbreviation for Application Specific IC, and FPGA is an abbreviation for Field-Programmable Gate Array.

[0028] The memory 10b is an example of HW that stores various data, programs, and other information. Examples of the memory 10b include one or both of a volatile memory such as a dynamic random access memory (DRAM) and a non-volatile memory such as a persistent memory (PM).

[0029] The storage unit 10c is an example of HW that stores various data, programs, and other information. Examples of the storage unit 10c include various storage devices such as a magnetic disk device such as a hard disk drive (HDD), a semiconductor drive device such as a solid state drive (SSD), and a nonvolatile memory. Examples of the nonvolatile memory include a flash memory, a storage class memory (SCM), and a read only memory (ROM).

[0030] The storage unit 10c may store a program 10g that realizes all or part of the various functions of the computer 10, such as a learning support program 20.

[0031] For example, the processor 10a of the server 2 can implement the functions of the server 2, which will be described later, by loading a program 10g stored in the storage unit 10c into the memory 10b and executing it.

[0032] The IF unit 10d is an example of a communication IF that controls connections and communications with various networks including the network 5. For example, the IF unit 10d may include an adapter that complies with a LAN such as Ethernet (registered trademark) or optical communications such as FC (Fibre Channel). The adapter may support one or both of wireless and wired communication methods.

[0033] For example, the server 2 may be connected to the teacher terminal 3 and the student terminal 4 so as to be able to communicate with each other via the IF unit 10d and the network 5. The program 10g may be downloaded to the computer 10 from the network 5 or another network via the communication IF and stored in the storage unit 10c.

[0034] The IO unit 10e may include one or both of an input device and an output device. Examples of the input device include a keyboard, a mouse, a touch panel, etc. Examples of the output device include a monitor, a projector, a printer, etc.

[0035] The reading unit 10f is an example of a reader that reads out data or program information recorded on the recording medium 10h. The reading unit 10f may include a connection terminal or device to which the recording medium 10h can be connected or inserted. Examples of the reading unit 10f include an adapter that complies with USB (Universal Serial Bus) or the like, a drive device that accesses a recording disk, and a card reader that accesses a flash memory such as an SD card. The recording medium 10h may store a program 10g, and the reading unit 10f may read the program 10g from the recording medium 10h and store it in the storage unit 10c.

[0036] Examples of the recording medium 10h include non-transitory computer-readable recording media such as magnetic / optical disks and flash memories. Examples of the magnetic / optical disks include flexible disks, CDs (Compact Discs), DVDs (Digital Versatile Discs), Blu-ray Discs, and HVDs (Holographic Versatile Discs). Examples of the flash memory include semiconductor memories such as USB memories and SD cards.

[0037] The teacher terminal 3 and the student terminal 4 may also have the same hardware configuration as the computer 10 described above. When the teacher terminal 3 and the student terminal 4 are tablet terminals, the IO unit 10e may include a touch panel or the like in which an input device and a display device are integrated. The teacher terminal program 30 and the student terminal program 40 may be downloaded from the network 5 or another network via the IF unit 10d of the teacher terminal 3 and the student terminal 4, respectively, or may be provided by being stored in a recording medium 10h and read by the reading unit 10f of the teacher terminal 3 and the student terminal 4.

[0038] The above-described HW configuration of the computer 10 is an example. Therefore, the HW in the computer 10 may be increased or decreased (for example, adding or deleting any block), divided, or integrated in any combination, or a bus may be added or deleted, etc.

[0039] [1-3] Example of functional configuration Fig. 3 is a block diagram showing an example of a functional configuration of a learning support system 1 according to an embodiment. Note that in Fig. 3, the network 5 between the server 2 and the teacher terminal 3 and between the server 2 and the student terminal 4 is omitted from the illustration.

[0040] 3, the server 2 in the learning support system 1 may illustratively include a memory unit 21, an input control unit 22, an output control unit 23, a marking unit 24, a question presentation determination unit 25, a DB (Database) update unit 26, and a learning setting unit 27. These blocks 22 to 27 are examples of the control unit 28.

[0041] The memory unit 21 is an example of a storage area, and stores various data used by the server 2. As shown in Fig. 3, the memory unit 21 may be capable of storing, for example, adaptive learning sheet information 21a, adaptive learning conditions 21b, sheet implementation history 21c, and adaptive learning implementation results 21d. Hereinafter, for convenience, each of the information 21a to 21d is expressed in table format, but this is not limited thereto, and at least one of the information 21a to 21d may be stored in the memory unit 21 in various formats such as DB format or array format.

[0042] The input control unit 22 controls the input of various information to the server 2. As an example, the input control unit 22 may accept input information from the student terminal 4 and control information from the teacher terminal 3. "Accepting" the input of the input information and control information may include, for example, outputting the acquired input information and control information to at least one of the blocks 23 to 27 and the memory unit 21. Outputting to the memory unit 21 may include, for example, working with the DB update unit 26 to store the input information and control information in at least one of the information 21a to 21d.

[0043] The input control unit 22 may receive input information via, for example, the IF unit 10d shown in Fig. 2. The input control unit 22 may receive control information via, for example, the IF unit 10d shown in Fig. 2, obtain control information input at the IO unit 10e, or read control information recorded on the recording medium 10h via the reading unit 10f. Alternatively, the input control unit 22 may obtain control information by a combination of one or more of these. The reception of input information or control information via the IF unit 10d may include, for example, the reception of a request or a response from a browser of the student terminal 4 or the teacher terminal 3.

[0044] The output control unit 23 controls various outputs to the student terminal 4 and the teacher terminal 3. As an example, the output control unit 23 may control the output based on information or instructions input from at least one of the blocks 22, 24 to 27. The output control may include generating and transmitting display information to one or both of the student terminal 4 and the teacher terminal 3. The display information may be, for example, screen information such as a Web page. As an example, the output control unit 23 may transmit the display information to the student terminal 4 or the teacher terminal 3 via the network 5. The transmission of the display information may include, for example, transmitting a response in response to a request from a Web browser of the student terminal 4 or the teacher terminal 3.

[0045] Fig. 4 is a diagram showing a display example of screen information generated by the output control unit 23. As shown in Fig. 4, the output control unit 23 may generate, as the screen information, for example, a teaching material selection screen 101 to be displayed on a browser 100 (student terminal program 40) on a display device of the student terminal 4 (for example, the IO device 10e in Fig. 2). The teaching material selection screen 101 is a screen for selecting a teaching material 102. The teaching material 102 is an example of a question presented to a student, and may be, for example, a drill prepared for each subject (course) and including one or more questions.

[0046] As shown in FIG. 4, the teaching material selection screen 101 may include a switch button 103 for switching the target grade of the teaching material 102, a switch button 104 for switching the subject of the teaching material 102, and a list display area 105 for the teaching material 102. The example of FIG. 4 shows a case where teaching materials 102-1 to 102-3 are displayed as the teaching material 102 in the list display area 105. As shown in FIG. 4, the teaching material 102 may include teaching materials 102 having a plurality of levels, for example, a plurality of levels of difficulty, for each subject. For example, the teaching materials 102-1 to 102-3 may be "advanced drills" meaning drills for development, "solution drills" meaning drills for solving stumbling blocks, and "more advanced drills" meaning drills for further development, which are different levels from each other. Details of these will be described later.

[0047] For example, the student may input the data from the input device of the student terminal 4 (e.g., the IO Department 10e), the student can study using the teaching material 102, for example, by answering questions about the teaching material 102. For example, when the output control unit 23 acquires from the input control unit 22 various pieces of input information transmitted from the student terminal 4 in a series of steps of studying using the teaching material 102, the output control unit 23 may generate (update) screen information and transmit it to the student terminal 4 so as to perform a screen transition according to the input information.

[0048] Here, the learning support system 1 according to an embodiment may have an adaptive learning function. The output control unit 23 generates various screen information for realizing the adaptive learning and transmits it to the student terminal 4, thereby working together with the input control unit 22 to provide a user IF for realizing the adaptive learning.

[0049] Fig. 5 is a diagram for explaining an example of adaptive learning. As shown in Fig. 5, in adaptive learning according to an embodiment, teaching material sheets (hereinafter, may be simply referred to as "sheets") A to E may be used as types of teaching materials at a plurality of levels, for example. Each of the sheets A to E may be presented by the server 2 to the student terminal 4 as interval learning aimed at solidifying the student's memory, based on the teaching material sheets that the student has previously completed.

[0050] For example, the teaching material sheet that is displayed first on the student terminal 4 (the first one that the student performs) may be selected by the student terminal 4 from a screen such as the teaching material selection screen 101 in Fig. 4 in response to an instruction from the teacher or the teacher terminal 3. In adaptive learning, after the sheet, questions may be set according to each student, for example.

[0051] The adaptive learning may include, for example, learning stages of “consolidation learning,” “solution learning,” and “development learning.” Each learning stage will be described below.

[0052] (Retention learning) In consolidation learning, students study with the aim of consolidating their memories. For example, in consolidation learning, students study unit teaching material sheets designated by the teacher as the lesson progresses. The learning begins (starting point) with the teacher. As an example, in consolidation learning, learning is carried out based on standard problems (drill sheet learning), and the server 2 assesses the students' level of understanding. An example of a standard problem is Sheet A shown in Figure 5.

[0053] Sheet A is a standard problem that is the basis of a plurality of levels, and is an example of a first level problem. Sheet A may be, for example, a teaching material that is given to a student in the first study of a certain unit. In the example of FIG. 5, Sheet A may be called a "reference sheet" meaning a standard sheet. In the consolidation study, the study of the basis Sheet A is carried out by the server 2, and depending on the grading result of the Sheet A, candidates for the teaching material that the student will next carry out (the next test to be given) may be presented.

[0054] In the consolidation learning, if an incorrect answer (wrong answer) is detected by diagnosing the student's level of understanding, for example by judging the marking result, the server 2 re-presents the teaching material sheet including the question with the incorrect answer, and continues to present the teaching material sheet again after a predetermined period of time has passed until all answers are correct. The student performs learning (repetitive learning, interval learning) by repeatedly answering the teaching material sheet until all answers are correct. This can promote the consolidation of the student's memory.

[0055] (Solution learning) In the solution-based learning, students study to solve their learning difficulties. For example, in the solution-based learning, students study using problems of the same grade and subject that are less difficult than standard problems (sheet learning to solve stumbling blocks). In the example of Fig. 5, the server 2 presents Sheet B, which is a problem to solve the student's learning difficulties, in the solution-based learning.

[0056] Sheet B is a sheet associated with Sheet A that is presented when, for example, the marking results indicate that the student is having difficulty in learning, for example, when the rate of correct answers is below a predetermined rate (shown as "many incorrect answers" in FIG. 5). Sheet B may, for example, contain questions that are at a lower level (lower difficulty) than those in Sheet A, and is an example of second level questions. In the example of FIG. 5, Sheet B may be referred to as a "solution sheet."

[0057] In addition, in the solution learning, if a student is found to have difficulty in learning using Sheet B, the student will study (re-learn) using Sheet C. Sheet C may be called "Sheet p for resolving difficulties" (p is an integer of 1 or more) in the example of FIG.

[0058] Sheet C is an example of a past question associated with Sheet A, which is a question of a unit older than Sheet A. For example, Sheet C may be a teaching material sheet that a student has studied in the past, such as Sheet A, of a unit related to the unit of Sheet B, or may be a question of a unit of a lower grade (past grade) than the grade targeted by Sheet A. For this reason, Sheet C may be referred to as a "past reference sheet." Note that Sheet C is not limited to the past Sheet A, and may be, for example, at least one of Sheets B, D, and E. Sheet C may be prepared for a specific subject, such as arithmetic, in which the unit of the teaching material sheet currently being studied and past units are related across grades or across one or more units in chronological order.

[0059] Fig. 6 is a diagram showing an example of a unit system diagram selection sheet 111. The unit system diagram selection sheet 111 may be, for example, a screen displayed on the browser 100 on the display device of the student terminal 4 or the teacher terminal 3, and may be a screen showing the relationship between the standard sheets of each unit across multiple grades. Fig. 6 shows an example of the unit system diagram selection sheet 111 for the subject of "arithmetic".

[0060] As shown in Fig. 6, the unit system diagram selection sheet 111 may include a plurality of nodes 112 including the unit name and the title of the reference sheet for each grade and each unit. The nodes 112 may be connected, for example, by an arrow pointing from a certain node 112 to a node 112 of a past reference sheet implemented when relearning the unit of the node 112. As an example, as shown in Fig. 6, the node 112 of the past reference sheet for the node 112 of the reference sheet "Integers and Decimals" of the fifth grade unit "1. Integers and Decimals" is the reference sheet "How Decimals Work" of the fourth grade unit "11. How Decimals Work and Addition and Subtraction".

[0061] When the server 2 detects a stumbling block in the student's learning using the sheet B, the server 2 may ask a sheet C selected based on the unit system diagram illustrated in FIG. 6. The student may select the teaching material to be implemented as the sheet C, for example, by referring to the unit system diagram selection sheet 111. When a stumbling block in the student's learning using the sheet C is detected, the server 2 may ask a sheet C selected based on the unit system diagram illustrated in FIG. 6. The learning using the sheet C may be expanded without limit (upper limit) based on the unit system diagram in response to the detection of a stumbling block in the learning using the sheet C. In the example of FIG. 5, the "solution sheet p" indicating the sheet C indicates that p units have been traced back in the unit system diagram in response to the detection of a stumbling block in the sheets B and C. It is to be noted that this is not limited to this, and an upper limit may be set for the value of p.

[0062] Furthermore, in the solution learning, after learning with Sheet B or Sheet C, learning with Sheet A or Sheet B where a stumbling block was detected (reconfirmation drill sheet learning) is performed. For example, in the solution learning, if the correct answer rate on Sheet B or Sheet C is equal to or higher than a predetermined rate, for example 100% (shown as "full marks" in FIG. 5), reconfirmation drill sheet learning may be performed. This allows the student to solidify their understanding.

[0063] (Advanced Learning) In advanced learning, if a student is judged to have a high level of understanding of the material, they will be assigned to study Sheet D (advanced problem sheet study), which is linked to Sheet A and is more difficult than Sheet A.

[0064] Sheet D may be a question for developing the student's learning, and may be a question that is given when the marking result is detected to be good, for example, when the correct answer rate on Sheet A is equal to or higher than a predetermined rate, for example, 100% (shown as "full marks" in FIG. 5). Sheet D may be, for example, a question of a higher level (higher difficulty) than Sheet A, in other words, a question for challenging the student, and is an example of a third level question. In the example of FIG. 5, Sheet D may be called a "development sheet" that develops learning.

[0065] Furthermore, in advanced learning, if it is detected that the marking result of Sheet D is good, for example, if the rate of correct answers on Sheet D is equal to or higher than a predetermined rate, for example, 100% (shown as "full marks" in FIG. 5), learning of Sheet E (advanced problem sheet learning) may be implemented. Sheet E is associated with Sheets A and D, and may be questions of a higher level (higher difficulty) than those on Sheet D, in other words, questions that allow students to utilize their knowledge. In the example of FIG. 5, Sheet E may be called "advanced sheet q" (q is an integer equal to or greater than 1) that further advances learning.

[0066] If the rate of correct answers in sheet E during learning using sheet E is equal to or higher than a predetermined rate, the server 2 may select one of the sheets E from the multiple sheets E and set the question. Learning using sheet E may be expanded without limit (upper limit) as long as the rate of correct answers is equal to or higher than a predetermined rate. In the example of FIG. 5, "advanced sheet q" indicating sheet E indicates that q sheets E have been studied. However, this is not limited to this, and an upper limit may be set for the value of q.

[0067] In the above-mentioned applied learning, the teacher can check the individual records showing the learning status of each student as needed using the teacher terminal 3. In addition, the teacher terminal 3 may receive a notification from the server 2, for example, when a student makes a certain number of mistakes in "correcting mistakes" on each sheet (for example, five mistakes are detected on one sheet). In response to the notification, the teacher can check the learning status of the student and talk to the student.

[0068] As described above, adaptive learning is a learning method that realizes learning that is individually optimized according to the individual abilities or characteristics of each student. For example, adaptive learning can realize the consolidation of basic academic ability (e.g., memory consolidation) and strengthening of weak points according to the individual learning situation of the student, and after forming basic academic ability, it can provide learning aimed at the development of individual abilities through advanced learning questions.

[0069] Adaptive learning is a learning method that realizes efficient learning and operation that leads to work style reform for teachers (instructors) by utilizing ICT while suppressing changes to the current school management. For example, adaptive learning provides problem-solving learning to resolve stumbling blocks for students who are detected to be struggling with their studies, and provides advanced learning to students who have progressed well, making it unnecessary to select and print materials suitable for each student and other advance preparations. In addition, by aggregating the progress of the materials in real time, teachers can grasp the progress of each student at a glance. In this way, adaptive learning allows teachers to quickly provide appropriate materials based on each student's progress, and to grasp the situation of each student.

[0070] Returning to the explanation of Fig. 3, the marking unit 24 marks the answers received from the student terminal 4. The marking method by the marking unit 24 may be any of various known methods, for example, a known marking engine. The marking unit 24 may store information including the marking results, for example, the score and the percentage of correct answers, in the memory unit 21, for each student, each teaching material sheet, and each learning session.

[0071] The presented problem determination unit 25 determines the problem to be presented to the student based on the grading result. For example, the presented problem determination unit 25 may determine whether or not to transition between the consolidation learning, the solution learning, and the development learning, and instruct the output control unit 23 to generate screen information that allows the selection of the teaching material sheet according to the determination result. An example of the operation of the determination process by the presented problem determination unit 25 will be described below.

[0072] (Deciding whether to proceed to a lower level sheet) FIG. 7 is a diagram for explaining an example of a process for determining whether to transition from Sheet A to Sheet B. As shown in FIG. 7, when detecting that there are many mistakes in the marking result of Sheet A, for example, when the correct answer rate is X% or less (X is an integer or real number between 0 and 100, for example, 60) or less and / or when the score is x points or less, the presentation problem determination unit 25 may determine that the sheet will transition to Sheet B for solving the stumbling block. For example, the determination may be performed when a predetermined number of marks are made for the same sheet A for each student and for each sheet. The predetermined number of marks may be, for example, three times (first time: checking the first answer, second time: correcting the mistake, third time: correcting the mistake), etc. The correct answer rate of Sheet A is an example of a first correct answer rate, and X% is an example of a first threshold value. The score of Sheet A is an example of a first score, and x points is an example of a first predetermined value.

[0073] In this way, the question presentation determination unit 25 may determine whether or not to transition to output of Sheet B, which is less difficult than Sheet A, based on at least one of the correct answer rate and the score of the respondent's answers to Sheet A. For example, the question presentation determination unit 25 may suppress transition to output of Sheet B when the correct answer rate of Sheet A is equal to or higher than a first threshold value, when the first score is equal to or higher than a first predetermined value, or when the number of times answers to Sheet A have been given is less than a predetermined number.

[0074] The same applies to the process of determining whether to transition from Sheet B to Sheet C. For example, when the same Sheet B is graded a predetermined number of times for each student and for each sheet, the presented question determination unit 25 may determine that the transition is to be made to Sheet C if it detects that there are many mistakes in the grading result of Sheet B. In this case, the threshold value to be compared with the correct answer rate of Sheet B may be X% or a threshold value different from X%. The threshold value to be compared with the score of Sheet B may be x points or a threshold value different from x points. The correct answer rate of Sheet B is an example of a second correct answer rate, and the threshold value to be compared with the correct answer rate of Sheet B is an example of a second threshold. Also, the score of Sheet B is an example of a second score, and the value to be compared with the score of Sheet B is an example of a second predetermined value.

[0075] (Deciding whether to move on from the solution learning sheet to the original level of difficulty) FIG. 8 is a diagram for explaining an example of a process for determining a transition from Sheet B to Sheet A. As shown in FIG. 8, when detecting that the solution learning has been solved in the grading result of Sheet B or Sheet C, the presented problem determination unit 25 may determine that the sheet is to be transitioned to the original sheet when, for example, the correct answer rate is Y% or more (Y is an integer or real number between 0 and 100) or more and / or the score is y points or more. In the example of FIG. 8, when Y=100, in other words, when the student gets full marks on the solution learning sheet, the presented problem determination unit 25 may determine that the sheet is to be transitioned to the original difficulty level, for example, the original Sheet A when the student gets full marks on Sheet B, and the original Sheet B when the student gets full marks on Sheet C.

[0076] In this way, the presented question determination unit 25 may transition to outputting Sheet A again based on either or both of the correct answer rate and the score of the answers to Sheet B.

[0077] (Decision on whether to proceed to a higher level of difficulty) FIG. 9 is a diagram for explaining an example of a process for determining whether or not to transition from Sheet A to Sheet D. As shown in FIG. 9, when the presented problem determination unit 25 determines that the student has a deep understanding of the unit based on the grading result of Sheet A, for example, when the correct answer rate is Z% or more (Z is an integer or real number between 0 and 100) or more and / or the score is z points or more, the presented problem determination unit 25 may determine that the student will transition to Sheet D for presenting more advanced questions. In the example of FIG. 9, when Z=100, in other words, when the student gets full marks on Sheet A, the presented problem determination unit 25 may determine that the student will transition to Sheet D. The determination of whether or not to proceed to a sheet of a higher level of difficulty may be performed regardless of, for example, the number of times the student corrects mistakes. Z% is an example of a third threshold value greater than X%. The z point is an example of a third predetermined value greater than the x point.

[0078] 9, the same applies to the process of determining whether to transition from Sheet D to Sheet E. For example, the presented question determination unit 25 may determine that the transition to Sheet E will be made when the correct answer rate on Sheet D is Z% or more and / or the score is z points or more.

[0079] (Assessment of retention of learning) Fig. 10 is a diagram for explaining the process of determining repetitive learning in the consolidation learning. As shown in Fig. 10, the presented question determination unit 25 may determine that, for example, when the correct answer rate is less than M% (M is an integer or real number between 0 and 100, 100 in the example of Fig. 10) and / or the score is less than m points at the timing of checking the answer on the sheet, in other words, when there is an incorrect answer, the sheet can be selected again so that the mistake can be corrected. Fig. 10 shows an example in which an incorrect answer 121 to a question becomes a correct answer 122 by correcting the mistake on the sheet.

[0080] FIG. 11 is a diagram for explaining the determination process of the interval learning in the consolidation learning. As shown in FIG. 11, the presented question determination unit 25 may determine that the sheet will be re-presented after a predetermined time has elapsed, for example, after n days (n is an integer of 1 or more), when the correct answer rate is less than N% (N is an integer or real number between 0 and 100, 100 in the example of FIG. 11) or less than Nn points at the timing of the answer check of the sheet, in other words, when an incorrect answer occurs. FIG. 11 shows an example in which, for example, in a case where an incorrect answer 123 is found at the timing of the answer check of a certain sheet at a predetermined time (for example, the first time) and the correct answer 124 is obtained by correcting the mistake on the sheet, the sheet is re-presented after n days (for example, 14 days) as shown by the reference numeral 125. N% is an example of a fourth threshold value. Nn points is an example of a fourth predetermined value.

[0081] Next, an example of screen information output by the output control unit 23 based on the determination result by the question-to-be-presented determination unit 25 will be described.

[0082] 12 is a diagram for explaining an example of screen transitions in adaptive learning. The output control unit 23 can generate screen information of screens 131 to 134, as exemplified in FIG. 12, in response to an operation (input) on the student terminal 4.

[0083] For example, when the student terminal 4 answers the questions on the sheet 131 and selects the “check answer” button 131 a, the server 2 performs grading using the grading section 24 based on the answers, and outputs a grading result screen 132 via the output control section 23 .

[0084] When a "correct" button 132a is pressed on the marking result screen 132, the output control unit 23 accepts a second answer to the incorrect question on the sheet (sheet 131) displayed on the marking result screen 132. When a "redo mark" button 132b is pressed on the marking result screen 132, the output control unit 23 grades the answer given by correcting the error and updates the marking result screen 132.

[0085] When the “More Challenge” button 132 c is pressed on the marking result screen 132 , the output control unit 23 may output screen information of a selection screen 133 based on the determination result by the presented question determination unit 25 .

[0086] On the selection screen 133, for example, depending on the determination result by the question-to-be-presented determining unit 25, at least one of the buttons 133a to 133d may be displayed selectable (eg, activated).

[0087] Button 133a is a button for transitioning to a sheet of lower difficulty level for solution learning (e.g., sheet B or C), and may be displayed (activated), for example, when the correct answer rate on sheet 131 is X% or less and / or the score is x points or less.

[0088] Button 133b is a button for transitioning to studying the same sheet (e.g., sheet A, etc.) again for consolidation learning, and may be displayed (activated), for example, when either or both of the correct answer rate is less than M% and / or the score is less than m points.

[0089] Button 133c is a button for transitioning to a sheet of higher difficulty level for advanced learning (e.g., sheet D or E), and may be displayed (activated), for example, when the correct answer rate is Z% or more and / or z points or more.

[0090] Button 133d is a button for transitioning to the study of a sheet on which an incorrect answer occurred in the past due to spaced learning, and may be displayed (activated) n days after the study of a sheet on which the correct answer rate is less than N% and / or the score is less than Nn, regardless of sheet 131. When there are multiple sheets that are candidates for spaced learning, pressing button 133d may randomly display questions on sheets of the same subject as sheet 131.

[0091] For example, buttons 133a and 133c may be displayed (activated) simultaneously when a perfect score is obtained by repeatedly correcting mistakes on the mark result screen 132. Also, when the conditions for implementing spaced learning are met, buttons 133a, 133c, and 133d may be displayed (activated) simultaneously.

[0092] The output control unit 23 may output screen information of the sheet preview screen 134 when any one of the buttons 133a to 133d is selected.

[0093] A reduced image (thumbnail) 134a of a sheet corresponding to an activated button among the buttons 133a to 133d may be displayed on the sheet preview screen 134. Also, a preview 134b of the sheet corresponding to the selected button 133a to 133d or the sheet selected by the reduced image 134a, and a "Challenge" button 134c for carrying out the study of the sheet displayed on the preview 134b may be displayed on the sheet preview screen 134.

[0094] In response to pressing of the button 134c, the output control unit 23 may set a question on the sheet (sheet 131) displayed in the preview 134b.

[0095] Fig. 13 is a diagram for explaining an example of restarting a question. In the adaptive learning illustrated in Fig. 12, if the student terminal 4 interrupts the learning midway, the server 2 may retain the sheet information at the time of interruption. When the server 2 next starts adaptive learning, the output control unit 23 may output the screen information of the teaching material selection screen 141 based on the retained sheet information.

[0096] The learning material selection screen 141 may include, in addition to the learning material selection screen 101 exemplified in FIG. 4, a "continue" button 142 for resuming adaptive learning.

[0097] In response to pressing of the button 142, the output control unit 23 may output screen information of a resume screen 143 that displays a list of sheets that were interrupted midway, for example, by subject. The resume screen 143 may display buttons 143a and 143b for executing "continue" of adaptive learning, etc., for each subject.

[0098] In response to pressing of the button 143a, 143b, etc., the output control unit 23 may output screen information of the corresponding sheet 131 (see FIG. 12).

[0099] As described above, the server 2 according to one embodiment can provide an environment for adaptive learning to the student terminal 4, and can implement learning based on the abilities or characteristics of each student. Since learning optimized for each student can be provided, for example, the possibility that the server 2 will present inappropriate (e.g., poor learning efficiency) learning materials to the student can be reduced. Therefore, since it is possible to suppress the implementation of learning using materials that would not normally be necessary, in other words, unnecessary, the processing load of the server 2 and the communication load of the network 5 can be reduced.

[0100] Returning to the explanation of Fig. 3, the DB update unit 26 updates the information stored in the memory unit 21. For example, the memory unit 21 may store information 21a to 21d for realizing the adaptive learning described above. Note that in addition to the information described above, the memory unit 21 may store various information used in learning using ICT, such as information on each student and information on each teaching material sheet.

[0101] Fig. 14 is a diagram showing an example of the data structure of adaptive learning sheet information 21a. Adaptive learning sheet information 21a is information related to adaptive learning of sheets. The adaptive learning sheet information 21a may define information on each of a plurality of sheets used in adaptive learning, such as the relationship between sheets for each unit shown in Fig. 5 (e.g., the relationship between the transition destination and transition source sheets), and the relationship between sheets of the unit system diagram selection sheet 111 (see Fig. 6).

[0102] As shown in FIG. 14, the adaptive learning sheet information 21a may include items such as "Sheet ID (Identifier)", "Adaptive learning type", "Relation type", and "Relation ID", for example.

[0103] "Sheet ID" is an example of identification information of a sheet used in adaptive learning. "Adaptive learning type" indicates the type of the sheet in adaptive learning, and for example, one of "1: Challenge", "2: Correction", "3: Struggles", "4: Development", or "5: Interval" may be set as a value indicating the type. "Related type" indicates the type of a sheet related to the sheet, and for example, "1: Sheet information" or the like may be set as a value indicating the type. "Related ID" may be set as the sheet ID of a sheet related to the sheet.

[0104] 15 is a diagram showing an example of the data structure of adaptive learning conditions 21b. Adaptive learning conditions 21b are information on the conditions for each sheet in adaptive learning. The presented question determination unit 25 may perform a process of determining sheets to be presented to the student terminal 4 as selection candidates based on the adaptive learning conditions 21b and the marking results from the marking unit 24.

[0105] As shown in FIG. 15, the adaptive learning conditions 21b may include, for example, items such as "condition ID," "drill ID," "sheet ID," "number of days of interval learning," "rate of correct answers in interval learning," "number of times checking answers in interval learning," "rate of correct answers in advanced learning," "rate of correct answers with stumbling blocks," and "number of times checking answers with stumbling blocks."

[0106] The "condition ID", "drill ID", and "sheet ID" are examples of identification information of the condition, drill (type of teaching material, series), and sheet, respectively. The "number of days for interval learning" is the number of days until interval learning is executed when the execution condition for interval learning is satisfied, and the above-mentioned value of "n" may be set for each sheet. The "interval learning correct answer rate" is a correct answer rate that is an example of the execution condition for interval learning, and the above-mentioned value of "N" may be set for each sheet. The "number of times for checking answers in interval learning" is a number of times for checking answers that is an example of the execution condition for interval learning, and the above-mentioned value of "predetermined number of times" in interval learning may be set for each sheet. The "advanced correct answer rate" is a correct answer rate that is an example of the execution condition for advanced learning, and the above-mentioned value of "Z" may be set for each sheet. The "stumbling correct answer rate" is a correct answer rate that is an example of the execution condition for solution learning, and the above-mentioned value of "X" may be set for each sheet. The "number of times for checking answers in stumbling" is a number of times for checking answers that is an example of the execution condition for solution learning, and the above-mentioned value of "predetermined number of times" in solution learning may be set for each sheet.

[0107] 16 is a diagram showing an example of a data structure of sheet performance history 21c. Sheet performance history 21c is information on the performance history of learning for each student (user) and for each sheet in adaptive learning, and may include the history of sheet transitions in adaptive learning for each user.

[0108] 16, the sheet implementation history 21c may include, for example, items such as "implementation history ID," "root sheet implementation history ID," "previous sheet implementation history ID," "sheet ID," "implementation user ID," "implementation type," "implementation status," "number of marks," "number of questions answered correctly," "number of questions answered incorrectly," etc. The sheet implementation history 21c is an example of a marking result that is marked by the marking unit 24 and updated using the DB update unit 26.

[0109] The "Implementation History ID" and "Sheet ID" are examples of the implementation history of the sheet and the identification information of the sheet, respectively. The "Root Sheet Implementation History ID" and "Previous Sheet Implementation History ID" are examples of the identification information of the sheet that is the route (beginning) of the transition source of the learning in adaptive learning and the sheet immediately before it, respectively. The "Implementation User ID" is an example of the identification information of the student (user) who implemented the learning of the sheet. The "Implementation Type" indicates the type of learning of the sheet, and for example, any one of "1: Challenge", "2: Correction", "3: Struggling", "4: Development", and "5: Interval" may be set as a value indicating the type. The "Implementation Status" indicates the implementation status of the sheet, and for example, any one of "1: Not implemented", "2: Correction", "3: Waiting for grading", "4: Graded", "5: Suspended", and "6: Marking completed" may be set as a value indicating the status. The "Number of times grading" indicates the number of times grading of the sheet has been performed. "Number of questions answered correctly" indicates the number of questions answered correctly in the grading results of the sheet, and "Number of questions answered incorrectly" indicates the number of questions answered incorrectly in the grading results of the sheet.

[0110] For example, the presented question determination unit 25 may perform a determination process for the student and sheet to be determined based on information such as the "number of times marked," "number of questions answered correctly," and "number of questions answered incorrectly" in the sheet implementation history 21c and the adaptive learning conditions 21b.

[0111] 17 is a diagram showing an example of the data structure of the adaptive learning implementation result 21d. The adaptive learning implementation result 21d is information regarding the implementation result of learning for each student (user) in adaptive learning.

[0112] As shown in FIG. 17, the adaptive learning implementation result 21d may, for example, include items such as “implementation result ID,” “root sheet implementation result ID,” “previous sheet implementation result ID,” “implementation user ID,” “adaptive learning type,” “related type,” and “related ID.”

[0113] The "implementation result ID" is an example of identification information of the implementation result of the sheet by the student. The "root sheet implementation result ID" and the "previous sheet implementation result ID" are examples of identification information of the sheet that is the route (first) of the transition source of the learning in adaptive learning and the sheet immediately before it, respectively. The "implementation user ID" is an example of identification information of the student (user) who implemented the learning of the sheet. The "adaptive learning type" indicates the type of the adaptive learning of the sheet, and for example, any one of "0: challenge", "1: stumbling block", "2: development", "3: interval", "4: correction of mistake", and "5: redo" may be set as a value indicating the type. The "related type" indicates the type of the sheet related to the sheet, and for example, any one of "1: sheet information" and "2: sheet implementation history" may be set as a value indicating the type. The "related ID" may be set to the sheet ID of the sheet related to the sheet (when the "related type" is "1: sheet information"), or the sheet ID of the implementation history of the sheet (when the "related type" is "2: sheet implementation history"; see the sheet implementation history 21c).

[0114] For example, the presented question determination unit 25 can determine the transition destination between the sheets for each unit illustrated in Fig. 5 for each student based on the sheet implementation history 21c and the adaptive learning implementation result 21d. Also, the output control unit 23 may output screen information of the teaching material selection screen 141 for resuming the problem illustrated in Fig. 13 based on the sheet implementation history 21c and the adaptive learning implementation result 21d. Hereinafter, a usage example of the sheet implementation history 21c and the adaptive learning implementation result 21d will be described.

[0115] For example, assume that the presented question determination unit 25 has determined to move to output of Sheet B or Sheet D based on the marking result of Sheet A. In this case, the DB update unit 26 may store information identifying the outputted Sheet A in one or both of the sheet implementation history 21c and the adaptive learning implementation result 21d in association with the user ID that is the identification information of the student who answered Sheet A.

[0116] Also, assume that the presented question determination unit 25 has determined to move to outputting Sheet A again based on the marking result of Sheet B. In this case, the output control unit 23 may output to the student terminal 4 Sheet A associated with information (information identifying Sheet A) stored in association with the user ID in one or both of the sheet implementation history 21c and the adaptive learning implementation result 21d.

[0117] Furthermore, if the posed question determination unit 25 determines to move on to outputting Sheet C based on the scoring results of Sheet B, the DB update unit 26 may associate information identifying the outputted Sheet B with the user ID and store it in one or both of the sheet implementation history 21c and the adaptive learning implementation results 21d.

[0118] In addition, when the presentation problem determination unit 25 determines that interval learning of a sheet A or the like is to be performed, the DB update unit 26 may associate information identifying the output sheet A with the user ID and store it in one or both of the sheet implementation history 21c and the adaptive learning implementation result 21d.

[0119] As described above, the DB update section 26 may update the above-mentioned information 21a to 21d in the processing of the input control section 22, the marking section 24, the question presentation determination section 25, and the learning setting section 27 described later.

[0120] Returning to the explanation of Fig. 3, the learning setting unit 27 performs various settings related to adaptive learning based on the control information acquired by the input control unit 22. For example, the learning setting unit 27 may update the adaptive learning sheet information 21a and the adaptive learning conditions 21b by the DB update unit 26 based on the control information.

[0121] For example, the provider of the teaching material sheet may provide the server 2 with control information for initially setting or updating the adaptive learning sheet information 21a and the adaptive learning conditions 21b based on knowledge possessed by the provider. In one embodiment, the adaptive learning sheet information 21a and the adaptive learning conditions 21b may be set based on knowledge possessed by a teacher. An example of a process in which the teacher terminal 3 transmits control information for setting or updating the adaptive learning sheet information 21a and the adaptive learning conditions 21b to the server 2 will be described below.

[0122] Fig. 18 is a diagram showing an example of the adaptive learning setting screen 151. As shown in Fig. 18, the learning setting unit 27 may output screen information of the adaptive learning setting screen 151 to the teacher terminal 3 via the output control unit 23.

[0123] The teacher may set the following items using the teacher terminal 3, and by pressing a button 160 for “save setting”, the contents set in items 152 to 159 may be included in control information and transmitted to the server 2.

[0124] Item 152 is an item for specifying the sheet to be set, and may be, for example, "grade," "subject," or "drill." Item 153 is an item for specifying the sheet to be set among the multiple sheets included in the drill specified in item 152. Item 154 is an item for specifying (inputting) the adaptive learning conditions 21b for the sheets specified in items 152 and 153.

[0125] Item 155 is an item for specifying one or both of solution learning and advanced learning sheets to be associated with the sheets specified in items 152 and 153, and may be capable of specifying, for example, "grade", "subject", and "drill". Item 156 is an item for specifying a sheet to be set among multiple sheets included in the drill specified in item 155. Item 157 is a button for specifying the sheets specified in items 155 and 156 as solution learning (indicated as "set to solution") or advanced learning (indicated as "set to advanced"), and a button for excluding the sheet from item 158 or 159 (indicated as "exclude sheet").

[0126] Item 158 is an item showing a list of sheets designated for solution learning among the sheets designated in items 155 and 156, and may have a check box (left column) for excluding sheets displayed in the list by item 157. Item 159 is an item showing a list of sheets designated for advanced learning among the sheets designated in items 155 and 156, and may have a check box (left column) for excluding sheets displayed in the list by item 157.

[0127] The DB update unit 26 may update the conditions of the sheets in the adaptive learning conditions 21b based on the control information acquired by the learning setting unit 27 via the input control unit 22, for example, the information of items 152 to 154. The DB update unit 26 may also update the relationships between the sheets in the adaptive learning sheet information 21a based on the control information acquired by the learning setting unit 27 via the input control unit 22, for example, the information of items 155, 156, 158, and 159.

[0128] As described above, learning setting unit 27 allows detailed settings of adaptive learning to be made by the teacher in addition to the provider of the learning material, thereby realizing adaptive learning that is more optimized for each student.

[0129] [1-4] Example of display of information about student adaptive learning on teacher's terminal Next, a description will be given of an example of displaying information related to adaptive learning of students on the teacher terminal 3. For example, the output control unit 23 may output screen information for checking the status of adaptive learning for each group of multiple students (e.g., grade, class, etc.) and for each individual student, in response to a request (control information) from the teacher terminal 3.

[0130] Fig. 19 is a diagram for explaining an example of an adaptive learning status confirmation screen 161. The adaptive learning status confirmation screen 161 is a screen that displays, for example, the implementation status of adaptive learning for each student in a class by class. As shown in Fig. 19, the adaptive learning status confirmation screen 161 may include a condition specification area 162 and a list display area 163 according to the specified conditions.

[0131] In the specification area 162, for example, a year, a grade, a class, a subject, a drill, and a sheet may be specified. In place of a sheet, for example, a unit may be specified in the specification area 162. FIG. 19 illustrates an example in which the sheet "Division of Fractions" is specified.

[0132] The list display area 163 may display, for example, for each student (child), the number of times the study has been carried out, the percentage of correct answers, the number of correct answers, the implementation status and history of the teaching material sheet (shown as "Challenge 1", "Challenge 2", ...), etc. for the specified sheet.

[0133] The "Individual" button 163a is a button for transitioning to the display of an individual confirmation screen (individual sheet). In the implementation status and history items, the implementation status of each student's teaching material sheet (sheets studied, study date and time, etc.) is displayed in implementation history order. The implementation status and history items may be displayed in a manner that allows problem-solving learning and advanced learning to be distinguished, for example, by color coding the background. In FIG. 19, the background of problem-solving learning is shown with diagonal lines, and the background of advanced learning is shown with shading. In addition, when a teaching material sheet has been implemented (for example, mastered), a face mark according to the accuracy rate is also displayed, along with the background color, so that it is easy to distinguish each student's implementation status (in what order the learning was carried out, etc.) and mastery status (solving difficulties, advanced learning, etc.) from each other.

[0134] In addition to the items shown in FIG. 19, list display area 163 may display various information that can be acquired based on information stored in memory unit 21 or the like.

[0135] Fig. 20 is a diagram for explaining an example of adaptive learning status confirmation screen 171. Adaptive learning status confirmation screen 171 is, for example, a screen that displays the implementation status of adaptive learning for each student, and may be, for example, a screen transitioned to by pressing "individual" button 163a shown in Fig. 19. Note that adaptive learning status confirmation screen 171 may be displayed on student terminal 4 in response to a request from student terminal 4.

[0136] As shown in FIG. 20, an adaptive learning status confirmation screen 171 may include a condition specification area 172 and a list display area 173 according to the specified conditions.

[0137] In the specification area 172, for example, it may be possible to specify a year, a grade, a class, a student, a subject, a drill, and the like.

[0138] The list display area 173 may display, for example, for a specified student, the name of the sheet on which the student has studied, the percentage of correct answers, the number of correct answers, the number of questions, the score, the point allocation, a display button for the spaced learning sheet (indicated as "Do you remember") if the student is the subject of spaced learning, the number of times the student has studied, and the implementation status and history of the teaching material sheet (indicated as "Challenge 1", "Challenge 2", ...).

[0139] In addition to the items shown in FIG. 20, list display area 173 may display various information that can be acquired based on information stored in memory unit 21 or the like.

[0140] As described above, the output control unit 23 can display the implementation status and implementation history of adaptive learning for multiple students and for each student on the teacher terminal 3 in a manner that is easy for the teacher to understand. This allows the teacher to appropriately adjust the adaptive learning for multiple students and for each student (for example, by updating the conditions via the learning setting unit 27), provide guidance on how to proceed with the learning, etc. Furthermore, when the adaptive learning status confirmation screen 171 is displayed on the student terminal 4, the student can appropriately select the learning material to be studied next.

[0141] [1-5] Example of operation 21 is a flowchart for explaining an example of the operation of a process by the server 2 according to an embodiment. Hereinafter, an example of the operation of the server 2 will be explained with reference to FIG.

[0142] 21, the output control unit 23 of the server 2 presents teaching materials to the student terminal 4 in response to a request (input information) from the student terminal 4 via the input control unit 22 (step S1). For example, the output control unit 23 may transmit to the student terminal 4 screen information of the teaching material sheet requested by the student terminal 4, or the teaching material sheet to be implemented next by the student terminal 4 based on the sheet implementation history 21c and the adaptive learning implementation result 21d.

[0143] When the marking unit 24 receives the answer to the teaching material from the student terminal 4, the marking unit 24 marks the answer (step S2), and stores the marking result in the sheet performance history 21c via the DB update unit 26.

[0144] The question presentation determination unit 25 determines the teaching material to be presented to the student terminal 4 based on the marking result (step S3; see FIG. 5).

[0145] In response to an operation of the student terminal 4, for example pressing the "More Challenge" button 132c (see Figure 12), the output control unit 23 outputs (transmits) to the student terminal 4 screen information of the selection screen 133 in which at least one of the buttons 133a to 133d determined by the presented question determination unit 25 is activated (step S4).

[0146] The output control unit 23 determines whether or not a teaching material has been selected on the selection screen 133 by the student terminal 4, for example, whether or not the challenge button 134c (see FIG. 12) has been pressed (step S5).

[0147] If no teaching material is selected (NO in step S5), for example, when pressing "Close", logging out, or disconnecting the session is detected, the output control unit 23 saves the learning situation of the student terminal 4 in the sheet implementation history 21c and the adaptive learning implementation result 21d via the DB update unit 26 (step S7), and the process ends. Then, the server 2 waits for the next input information to be received from the student terminal 4.

[0148] If the teaching material is selected (YES in step S5), the output control unit 23 selects the teaching material selected on the sheet preview screen 134 when the student terminal 4 is operated, for example, when the challenge button 134c is pressed, and saves the learning status (step S6). For example, the output control unit 23 may save the learning status of the student terminal 4 in the sheet implementation history 21c and the adaptive learning implementation result 21d via the DB update unit 26. Then, the process proceeds to step S1. In this case, in step S1, the output control unit 23 may present the teaching material selected in step S6 to the student terminal 4.

[0149] [2] Other The technology according to the embodiment described above can be modified and changed as follows.

[0150] For example, the input control unit 22, output control unit 23, scoring unit 24, question presentation determination unit 25, DB update unit 26 and learning setting unit 27 provided in the server 2 shown in Figure 3 may be merged in any combination, or each may be separated.

[0151] In addition, the adaptive learning sheet information 21a, adaptive learning conditions 21b, sheet implementation history 21c, and adaptive learning implementation results 21d shown in Figure 3 may be information that combines the items they contain in any combination, or they may be information that is divided into separate items.

[0152] Furthermore, in the example of FIG. 5, sheet C is assumed to transition from sheet B, but this is not limited thereto. For example, sheet C may be set to transition from sheet A in the adaptive learning sheet information 21a.

[0153] 3 may be a configuration (system) in which a plurality of devices cooperate with each other via a network to realize each processing function. As an example, the memory unit 21 may be a DB server, the input control unit 22, the output control unit 23, the DB update unit 26, and the learning setting unit 27 may be an application server and a Web server, and the marking unit 24 and the presented question determination unit 25 may be an application server, etc. In this case, the DB server, the application server, and the Web server may cooperate with each other via a network to realize each processing function of the server 2.

[0154] [3] Additional Notes Regarding the above embodiment, the following supplementary notes are further disclosed.

[0155] (Appendix 1) determining whether to move to outputting a second level problem that is less difficult than the first level problem, based on at least one of a first correct answer rate and a first score of the answerer to the first level problem; storing information identifying the outputted first level question in response to the transition to the output of the second level question in association with identification information of the answerer who provided the answer; outputting the first level question associated with the stored information when transitioning to output of the first level question again based on at least one of a second correct answer rate of the answer of the respondent to the second level question and a second score; An information processing program that causes a computer to execute processing.

[0156] (Appendix 2) suppressing a transition to output of the second level problem when the number of attempts to answer the first level problem is less than a predetermined number, or when the first correct answer rate is equal to or greater than a first threshold value or the first score is equal to or greater than a first predetermined value; 2. The information processing program according to claim 1, which causes the computer to execute a process.

[0157] (Appendix 3) When at least one of the second correct answer rate being less than a second threshold value and the second score being less than a second predetermined value, transitioning to output of past questions that are questions of a unit that is older than the questions of the first level and that are associated with the questions of the first level; storing information identifying the second level questions in association with identification information of the respondent; 3. The information processing program according to claim 1 or 2, which causes the computer to execute a process.

[0158] (Appendix 4) The past questions are questions from a unit of a grade lower than the grade targeted by the first level questions, 4. An information processing program according to claim 3.

[0159] (Appendix 5) When at least one of the following occurs: the first correct answer rate is equal to or greater than a third threshold value that is greater than the first threshold value; and the first score is equal to or greater than a third predetermined value, the output shifts to a third level problem that is more difficult than the first level problem. storing information identifying the first level questions in association with identification information of the respondent; 5. The information processing program according to any one of claims 1 to 4, which causes the computer to execute a process.

[0160] (Appendix 6) outputting the question stored in association with the answerer after a predetermined time has elapsed in at least one of the following cases: the number of attempts to answer a certain question is less than a predetermined number, the correct answer rate for the question is less than a fourth threshold value, and the score for the question is less than a fourth predetermined value; 6. The information processing program according to any one of claims 1 to 5, which causes the computer to execute a process.

[0161] (Appendix 7) determining whether to move to outputting a second level problem that is less difficult than the first level problem, based on at least one of a first correct answer rate and a first score of the answerer to the first level problem; storing information identifying the outputted first level question in response to the transition to the output of the second level question in association with identification information of the answerer who provided the answer; outputting the first level question associated with the stored information when transitioning to output of the first level question again based on at least one of a second correct answer rate of the answer of the respondent to the second level question and a second score; An information processing method in which processing is performed by a computer.

[0162] (Appendix 8) suppressing a transition to output of the second level problem when the number of attempts to answer the first level problem is less than a predetermined number, or when the first correct answer rate is equal to or greater than a first threshold value or the first score is equal to or greater than a first predetermined value; 8. The information processing method according to claim 7, wherein the processing is performed by the computer.

[0163] (Appendix 9) When at least one of the second correct answer rate being less than a second threshold value and the second score being less than a second predetermined value, transitioning to output of past questions that are questions of a unit that is older than the questions of the first level and that are associated with the questions of the first level; storing information identifying the second level questions in association with identification information of the respondent; 9. The information processing method according to claim 7 or 8, wherein the processing is executed by the computer.

[0164] (Appendix 10) The past questions are questions from a unit of a grade lower than the grade targeted by the first level questions, 10. The information processing method according to claim 9.

[0165] (Appendix 11) When at least one of the following occurs: the first correct answer rate is equal to or greater than a third threshold value that is greater than the first threshold value; and the first score is equal to or greater than a third predetermined value, the output shifts to a third level problem that is more difficult than the first level problem. storing information identifying the first level questions in association with identification information of the respondent; The information processing method according to any one of claims 7 to 10, wherein the processing is executed by a computer.

[0166] (Appendix 12) outputting the question stored in association with the answerer after a predetermined time has elapsed in at least one of the following cases: the number of attempts to answer a certain question is less than a predetermined number, the correct answer rate for the question is less than a fourth threshold value, and the score for the question is less than a fourth predetermined value; The information processing method according to any one of claims 7 to 11, wherein the processing is executed by the computer.

[0167] (Appendix 13) determining whether to move to outputting a second level problem that is less difficult than the first level problem, based on at least one of a first correct answer rate and a first score of the answerer to the first level problem; storing information identifying the outputted first level question in response to the transition to the output of the second level question in association with identification information of the answerer who provided the answer; outputting the first level question associated with the stored information when transitioning to output of the first level question again based on at least one of a second correct answer rate of the answer of the respondent to the second level question and a second score; An information processing device comprising a control unit.

[0168] (Appendix 14) The control unit suppresses a transition to output of the second level problem when the number of attempts to answer the first level problem is less than a predetermined number, or when the first correct answer rate is equal to or greater than a first threshold value or the first score is equal to or greater than a first predetermined value. 14. The information processing device according to claim 13.

[0169] (Appendix 15) The control unit is When at least one of the second correct answer rate being less than a second threshold value and the second score being less than a second predetermined value, transitioning to output of past questions that are questions of a unit that is older than the questions of the first level and that are associated with the questions of the first level; storing information identifying the second level questions in association with identification information of the respondent; 15. The information processing device according to claim 13 or 14.

[0170] (Appendix 16) The past questions are questions from a unit of a grade lower than the grade targeted by the first level questions, 16. The information processing device according to claim 15.

[0171] (Appendix 17) The control unit is When at least one of the following occurs: the first correct answer rate is equal to or greater than a third threshold value that is greater than the first threshold value; and the first score is equal to or greater than a third predetermined value, the output shifts to a third level problem that is more difficult than the first level problem. storing information identifying the first level questions in association with identification information of the respondent; The information processing device according to any one of claims 13 to 16.

[0172] (Appendix 18) the control unit outputs the question stored in association with the answerer after a predetermined time has elapsed in at least one of the following cases: the number of attempts to answer a certain question is less than a predetermined number, and the correct answer rate for the question is less than a fourth threshold value, and the score for the question is less than a fourth predetermined value. The information processing device according to any one of Supplementary claims 13 to 17. [Explanation of symbols]

[0173] 1. Learning Support System 2 Server 20 Learning Support Programs 21 Memory section 21a Adaptive Learning Sheet Information 21b Adaptive Learning Conditions 21c seat implementation history 21d Adaptive Learning Implementation Results 22 Input control section 23 Output control section 24 Scoring Department 25 Presentation question judgment section 26 DB update section 27 Learning Settings 28 Control Unit 3 Teacher terminal 30 Teacher terminal program 4-1~4-i Student terminals 40 Student Terminal Program

Claims

1. determining whether to move to outputting questions of a second level that are less difficult than the questions of the first level, based on at least one of a first correct answer rate and a first score of the answerer to the questions of the first level; storing information for identifying the outputted first level question in response to the transition to the output of the second level question in association with identification information of the answerer who provided the answer; outputting the first level question corresponding to the stored information when transitioning to output of the first level question again based on at least one of a second correct answer rate of the answer of the respondent to the second level question and a second score; When at least one of the second correct answer rate being less than a second threshold value and the second score being less than a second predetermined value, transitioning to output of past questions that are questions of a unit that is older than the questions of the first level and that are associated with the questions of the first level; storing information identifying the second level question in association with identification information of the respondent; An information processing program that causes a computer to execute processing.

2. suppressing a transition to output of the second level problem when the number of attempts to answer the first level problem is less than a predetermined number, or when the first correct answer rate is equal to or greater than a first threshold value or the first score is equal to or greater than a first predetermined value; The information processing program according to claim 1 , which causes the computer to execute a process.

3. The past questions are questions from a unit of a grade lower than the grade targeted by the first level questions.

3. The information processing program according to claim 1 or 2.

4. When at least one of the following occurs: the first correct answer rate is equal to or greater than a third threshold value that is greater than the first threshold value; and the first score is equal to or greater than a third predetermined value, the output shifts to a third level of questions that are more difficult than the first level of questions. storing information identifying the first level questions in association with identification information of the respondent; The information processing program according to any one of claims 1 to 3, which causes the computer to execute a process.

5. When at least one of the following occurs: the number of attempts to answer a question of a predetermined level is less than a predetermined number and the correct answer rate for the question of the predetermined level is less than a fourth threshold value; and the score for the question of the predetermined level is less than a fourth predetermined value, information identifying the question of the predetermined level is stored in association with identification information of the respondent, and after a predetermined time has elapsed, the question of the predetermined level stored in association with the respondent is output. The information processing program according to any one of claims 1 to 4, which causes the computer to execute a process.

6. determining whether to move to outputting questions of a second level that are less difficult than the questions of the first level, based on at least one of a first correct answer rate and a first score of the answerer to the questions of the first level; storing information for identifying the outputted first level question in response to the transition to the output of the second level question in association with identification information of the answerer who provided the answer; outputting the first level question corresponding to the stored information when transitioning to output of the first level question again based on at least one of a second correct answer rate of the answer of the respondent to the second level question and a second score; When at least one of the second correct answer rate being less than a second threshold value and the second score being less than a second predetermined value, transitioning to output of past questions that are questions of a unit that is older than the questions of the first level and that are associated with the questions of the first level; storing information identifying the second level question in association with identification information of the respondent; An information processing method in which processing is performed by a computer.

7. determining whether to move to outputting questions of a second level that are less difficult than the questions of the first level, based on at least one of a first correct answer rate and a first score of the answerer to the questions of the first level; storing information for identifying the outputted first level question in response to the transition to the output of the second level question in association with identification information of the answerer who provided the answer; outputting the first level question corresponding to the stored information when transitioning to output of the first level question again based on at least one of a second correct answer rate of the answer of the respondent to the second level question and a second score; When at least one of the second correct answer rate being less than a second threshold value and the second score being less than a second predetermined value, transitioning to output of past questions that are questions of a unit that is older than the questions of the first level and that are associated with the questions of the first level; storing information identifying the second level question in association with identification information of the respondent; An information processing device comprising a control unit.

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